Slowing down the Bandwagon: The Misapplication of Functional Assessment for Students with Emotional or Behavioral Disorders-Reference-Cited by-同舟云学术

Slowing down the Bandwagon: The Misapplication of Functional Assessment for Students with Emotional or Behavioral Disorders

Published:2001-10 Issue:4 Volume:26 Page:282-296
ISSN:0198-7429
Container-title:Behavioral Disorders
language:en
Short-container-title:Behavioral Disorders

Author:

Sasso Gary M.¹,Conroy Maureen A.²,Stichter Janine Peck³,Fox James J.⁴

Affiliation:

1. College of Education, Division of Curriculum and Instruction, The University of Iowa, 259 Lindquist Center North, Iowa City, IA 52242–1529

2. Department of Special Education, University of Florida, Gainesville

3. Department of Department of Counseling and Special Education, Central Michigan University, Mt. Pleasant

4. Center for Early Childhood Learning and Development, East Tennessee State University, Johnson City

Abstract

Despite the tremendous attention being given to functional assessment and legal mandates regarding its use, little is known empirically about this process for students with emotional or behavioral disorders (E/BD). This article discusses the promise and practice of functional assessment, provides a critical review of the existing experimental literature in the area of E/BD, and presents a research agenda that will lead to more informed decisions regarding the use of functional assessment in the schools.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/019874290102600407

Reference59 articles.

1. A method to integrate descriptive and experimental field studies at the level of data and empirical concepts1

2. Using Functional Assessment and Children's Preferences to Improve the Behavior of Young Children with Behavioral Disorders

3. Analysis of Multiple Variables Related to a Young Child's Aggressive Behavior

4. The use of functional analysis to develop peer interventions for disruptive classroom behavior.

5. Decisions Regarding Functions of Behavior

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